Editorial Team

LEAD EDITOR | Jami Carmichael

ORCID ID: 0009-0000-7723-0646

Jami is a Ph.D. candidate at Arizona State University focusing on equity and justice in social studies education and educator well-being. She is exploring how social studies educators and pre-service teachers teach about race and racism, center counter-stories, honor diverse ways of knowing, and engage in justice-oriented teaching practices. She is also investigating how educators prioritize and sustain their well-being, as well as the kinds of support they need to do so amid restrictive educational climates.

MANAGING EDITOR | Fredrick Kofi Ayirah

ORCID ID: 0000-0002-7150-8261

Fredrick Kofi Ayirah is a PhD student at Mary Lou Fulton Teachers College at Arizona State University, where he explores innovative approaches to teaching and learning in Social Studies and History Education. His research interests center on inquiry-based learning and community-based inquiry as tools for deepening students’ understanding of the past and their engagement with local histories. He is particularly passionate about designing and studying professional development models that help history teachers implement student-centered, inquiry-driven instruction. Fredrick’s work also examines how technology, particularly artificial intelligence, can improve teaching practices and student motivation.

MANAGING EDITOR | Kelly Brown

ORCID ID: 0009-0000-1795-4247

Kelly Brown earned a bachelor of science degree in Family Studies and Human Development from Arizona State University. She went on to further her education with a master's degree in secondary education from Northern Arizona University and a master's in school counseling from Ottawa University. Kelly has served as a Clinical Supervisor for both undergraduate and graduate students while also serving as a professor for ASU undergraduate courses. Kelly is currently working as a Clinical Assistant Professor with the Teacher's College and working with graduate secondary students. Her future goals include completing a doctoral program at Arizona State University.

MANAGING EDITOR | Lindsie Spengler

ORCID ID: 0009-0005-7619-2242

Lindsie Spengler is a doctoral candidate in Ed.D. program in Leadership and Innovation at Arizona State University. Her research explores how on-demand asynchronous professional learning grounded in motivational and adult learning theory can support alternatively certified teachers. She is passionate about developing student agency through the use of effective teaching practices and cultivating effective classroom management practices grounded in positive student-teacher relationships. Her works aims to build classroom management competency for educators and welcoming classroom environments for students.

MANAGING EDITOR | Arisandy Johnson

ORCID ID: 0000-0002-3509-7709

Arisandy Johnson is a third-year Ph.D. student in Learning, Literacies, and Technologies, where he also serves as a graduate research and teaching assistant. His research delves into several disciplines, including gender, (dis)ability, adolescent literacy, identities, and criticality/Critical Theory and social justice in language planning and policy. To approach this multidisciplinary practice, he utilizes Intersectionality Theory, which examines how a "multiself" — shaped by diverse social and political experiences — becomes a way to critically articulate social injustice throughout life. He employs various inquiries, comprising narrative inquiry, (auto)ethnography, art-based inquiry, and post-qualitative inquiry, following the uniqueness of the participants' experiences and his own role/positionality as a co-researcher.

MANAGING COPY EDITOR|Victoria Desimoni

ORCID ID: 0009-0006-7194-5898 

Victoria Desimoni is a Ph.D. student in Education Policy and Evaluation at Arizona State University. With experience in teaching and in the nonprofit and philanthropic sectors, her research explores how non-formal and formal education can help undo colonial logics and imagine futures rooted in justice and pluriversality. She is interested in approaches that honor diverse, more-than-human ways of knowing and being, and sees education as a space for fostering the inner and collective transformations needed in times of planetary crisis.

MANAGING COPY EDITOR | Minji Kim

ORCID ID: 0000-0001-9865-0084

Minji is a Ph.D. candidate in Educational Policy and Evaluation at Mary Lou Fulton College for Teaching and Learning Innovation. She holds a B.A. in East Asian Studies and Education & Child Study from Smith College and an M.Ed. in International Education Policy and Management from Vanderbilt University.

Her research primarily focuses on the internationalization of higher education and online education systems. Through her work, Minji challenges white supremacy within the higher education discourse to elevate local contexts and innovate universities.

ASSOCIATE EDITOR | Kelvin Arthur

Kelvin Arthur is a assistant clinical professor and doctoral student in the Ed.D. program in Leadership and Innovation at Arizona State University. His research explores how engaging with generative AI transforms preservice secondary teachers’ thinking about literacy integration and instructional design in content-area subjects. Grounded in Transformative Learning Theory, Design Thinking, and Disciplinary Literacy, his work examines how AI can serve as both a planning partner and a catalyst for teacher transformation. Through this research, he aims to support more intentional, literacy-rich practices in secondary education and contribute to the evolving conversation on AI in teacher preparation.

ASSOCIATE EDITOR | Jordyn Cyrus

ORCID ID: 0009-0004-8812-459X

Jordyn is a doctoral student in the Ed.D. program in Leadership and Innovation at Arizona State University. Her research explores how instructional design, motivational theory, and emerging technologies like generative AI can work together to support student success in online higher education. She is particularly interested in how students are introduced to support resources and how early experiences, such as orientation, can shape their sense of connection, purpose, and motivation. Her work aims to bridge the gap between support services and student engagement by designing learning experiences that make academic coaching feel meaningful from the start of a student's academic journey.

ASSOCIATE EDITOR |Trish Geraghty

Trish Geraghty is an assistant clinical professor and doctoral student with over 20 years of experience in curriculum development, instructional design, and educational leadership. Her research explores the intersection of special education, teacher retention, and equity, with a focus on how systemic structures like MTSS can be implemented to support all learners. She is particularly interested in examining approaches to special education and how technology can enhance teacher efficiency and student outcomes. Trish is committed to advancing critical inquiry and promoting research that leads to inclusive, equitable educational practices.

ASSOCIATE EDITOR |Celina German

ORCID ID: 0009-0005-7309-7522

Celina German (she/they) is a Ph.D student in the Learning, Literacies, and Technologies program at Arizona State University. Celina’s research lies at the intersection of community-based pedagogies, after-school club affinity programming, and student activism history. Utilizing critical methodologies, like Youth Participatory Action Research, Phenomenology, and Collective Autoethnography, Celina is interested in how young people participate in 1) English teacher education curriculum development and 2) school leadership processes to enact systemic change.

ASSOCIATE EDITOR | Enrique Gutiérrez Carreras

ORCID ID: 0000-0003-3598-8197

Enrique is a PhD student in Education Policy and Evaluation at Arizona State University and a Fulbright Scholar. His experience in education ranges from classroom teaching to the design and implementation of national education policies. Enrique’s research focuses on the politics of education policy, teacher education, and student experiences in higher education. He is particularly interested in understanding the factors that shape the success of both individuals and policies within education systems.

ASSOCIATE EDITOR | Angie Frankenfield

ORCID ID: 0009-0003-6022-2158

Angie Frankenfield is the Assistant Director of Student Services at Barrett, The Honors College at Arizona State University. With over 25 years of experience in education and educational leadership, she has led initiatives in strategic planning, coaching, and systems-based professional learning. Her expertise includes talent development, organizational leadership, and fostering cohesive, high-performing teams. As a doctoral student in ASU’s Leadership and Innovation EdD program, Angela’s research explores the intersection of talent management and organizational leadership, focusing on strategies to develop and retain high-performing teams. Her work examines professional learning, leadership development, and organizational culture to foster sustainable growth and employee engagement. A graduate of the Learning Forward Academy and President of Learning Forward Arizona, Angela contributes to national conversations on educator development and policy advocacy.

ASSOCIATE EDITOR | Sepide Pazhouhi

ORCID ID: 0000-0003-3269-218X

Sepide Pazhouhi is a third-year PhD student in the Learning, Literacies, and Technologies program at Arizona State University. Her research focuses on bilingualism, bilingual education, and culturally sustaining pedagogies that affirm the dignity and well-being of marginalized students. She is particularly interested in the intersections of language, identity, and equity in early childhood and K–12 education. She is also deeply committed to practicing whole child education, an approach that nurtures all aspects of a human being, including the social, physical, mental, emotional, and spiritual.

COPY EDITOR |Quinn Mitchell

ORCID ID: 0009-0009-2896-8228

Quinn Mitchell is a Doctor of Education student in Leadership and Innovation at Arizona State University’s Mary Lou Fulton Teachers College. A former K–12 teacher and administrator, her research explores how universities can partner with community-based resources and services to promote alternative college pathways and increase access for nontraditional learners. Drawing on transformative learning theory, self-efficacy theory, and her personal experience with 12-step programs, she aims not only to inform learners about higher education opportunities but also to help them shape the identities and inner narratives needed to thrive in academic environments.

COPY EDITOR | Erica Reed

ORCID ID: 0009-0007-8077-8830

Erica Reed is a Ed.D. Leadership and Innovation student at Arizona State University. She's an English instructor at Cochise College, primarily teaching English composition courses to dual enrolled high school students, ESL learners, and returning students. Her research focuses on influencing students' resource literacy to help students be academically successful after her freshmen level course. Erica's research is a pedagogical approach that combines Self-Regulated Learning with Universal Design for Learning curriculum matched with AI literacy activities. As an AI in higher education advocate, she is most interested in preparing students for future courses and careers where they'll need to use AI tools.

COPY EDITOR | Brandon Yuhas

ORCID ID: 0009-0006-4160-8145

Brandon J. Yuhas is a PhD student in the Educational Policy and Evaluation program at Arizona State University, and an advocate for and with underserved student populations. His primary research interests are in state education governance and policy making, participatory governance and democratic schooling, the privatization of public education and school vouchers, and critical policy analysis.

 

CONSULTING EDITOR | Dr. Stephanie McBride-Schreiner

Orcid ID: 0000-0001-7883-4169

Stephanie McBride-Schreiner is the Scholarly Communications Publications Manager for the Mary Lou Fulton Teachers College at Arizona State University (ASU). A former children’s program coordinator and site manager for the City of Tempe’s Kid Zone, she now manages the College’s open access scholarly journals of education. Stephanie holds a Graduate Certificate in Scholarly Publishing and a PhD in history from Arizona State University, and has served on the editorial team of journals published by the University of Nebraska Press, Elsevier, and the Division on Autism and Developmental Disabilities. She is also a contract historian and editor who has authored books for local non-profits and edited books and articles published by commercial publishers such as Palgrave, Routledge, and Springer. Stephanie is a strong proponent of diamond open access scholarly communications and knowledge mobilization.

FACULTY ADVISOR | Dr. Ayesha Boyce

ORCID ID: 0000-0002-9509-8703

Ayesha Boyce is the associate director for strategic partnerships and an associate professor in the Division of Educational Leadership and Innovation at Arizona State University. Her research career began with earning a B.S. in psychology from Arizona State University, an M.A. in research psychology from California State University, Long Beach, and a Ph.D. in educational psychology with a program evaluation specialization from the University of Illinois at Urbana-Champaign (UIUC). Before pursuing her doctorate, she was a research associate for the Arizona Department of Education in the Accountability Division. After earning her Ph.D., she completed a one-year postdoctoral scholar position with the UIUC Illinois STEM Education Initiative. Boyce then joined the University of North Carolina, Greensboro's Department of Educational Research Methodology from 2015 to 2021 as an assistant professor. 

She also co-directs the STEM Program Evaluation Lab. Boyce’s scholarship focuses on attending to value stances and issues related to cultural responsiveness and social justice within evaluation—especially multi-site, STEM, and contexts with historically and systematically marginalized populations. She also examines teaching, mentoring, and learning in evaluation. With over 17 years of evaluation experience, she has evaluated more than 65 programs funded by the National Science Foundation (NSF), US Department of Education, US Department of Defense, Howard Hughes Medical Institute, National Institutes of Health, and Spencer and Teagle foundations. Boyce is a 2019 American Evaluation Association (AEA) Marcia Guttentag Promising New Evaluator Award recipient and a 2019 UNC Greensboro School of Education Distinguished Research Scholar Award recipient. She is a member of the AEA Board of Directors, an Affiliate Faculty member for the Center for Culturally Responsive Evaluation and Assessment, and an Ethics, Values, & Culture Section Co-Editor for the American Journal of Evaluation.

FACULTY ADVISOR | Dr. Lydia Ross

ORCID ID: 0000-0003-2398-0083

Lydia Ross (she/her) is an assistant professor in the Division of Educational Leadership at the Mary Lou Fulton Teachers College at Arizona State University. Her research focuses on pathways through post-secondary education, with an emphasis on STEM. Specifically, she examines 1) how students navigate educational systems and opportunities, 2) student experiences within these systems, and 3) professional development (PD) opportunities for educators, including faculty and school counselors. Ross’ work has been published in national and international journals, including Research in Higher Education, AERA Open, Teachers College Record, Journal of Women and Minorities in Science and Engineering, and the Journal of Higher Education Theory and Practice.